Grammar
Tenses
Present
Present Simple
Present Continuous
Present Perfect
Present Perfect Continuous
Past
Past Simple
Past Continuous
Past Perfect
Past Perfect Continuous
Future
Future Simple
Future Continuous
Future Perfect
Future Perfect Continuous
Parts Of Speech
Nouns
Countable and uncountable nouns
Verbal nouns
Singular and Plural nouns
Proper nouns
Nouns gender
Nouns definition
Concrete nouns
Abstract nouns
Common nouns
Collective nouns
Definition Of Nouns
Animate and Inanimate nouns
Nouns
Verbs
Stative and dynamic verbs
Finite and nonfinite verbs
To be verbs
Transitive and intransitive verbs
Auxiliary verbs
Modal verbs
Regular and irregular verbs
Action verbs
Verbs
Adverbs
Relative adverbs
Interrogative adverbs
Adverbs of time
Adverbs of place
Adverbs of reason
Adverbs of quantity
Adverbs of manner
Adverbs of frequency
Adverbs of affirmation
Adverbs
Adjectives
Quantitative adjective
Proper adjective
Possessive adjective
Numeral adjective
Interrogative adjective
Distributive adjective
Descriptive adjective
Demonstrative adjective
Pronouns
Subject pronoun
Relative pronoun
Reflexive pronoun
Reciprocal pronoun
Possessive pronoun
Personal pronoun
Interrogative pronoun
Indefinite pronoun
Emphatic pronoun
Distributive pronoun
Demonstrative pronoun
Pronouns
Pre Position
Preposition by function
Time preposition
Reason preposition
Possession preposition
Place preposition
Phrases preposition
Origin preposition
Measure preposition
Direction preposition
Contrast preposition
Agent preposition
Preposition by construction
Simple preposition
Phrase preposition
Double preposition
Compound preposition
prepositions
Conjunctions
Subordinating conjunction
Correlative conjunction
Coordinating conjunction
Conjunctive adverbs
conjunctions
Interjections
Express calling interjection
Phrases
Sentences
Grammar Rules
Passive and Active
Preference
Requests and offers
wishes
Be used to
Some and any
Could have done
Describing people
Giving advices
Possession
Comparative and superlative
Giving Reason
Making Suggestions
Apologizing
Forming questions
Since and for
Directions
Obligation
Adverbials
invitation
Articles
Imaginary condition
Zero conditional
First conditional
Second conditional
Third conditional
Reported speech
Demonstratives
Determiners
Linguistics
Phonetics
Phonology
Linguistics fields
Syntax
Morphology
Semantics
pragmatics
History
Writing
Grammar
Phonetics and Phonology
Semiotics
Reading Comprehension
Elementary
Intermediate
Advanced
Teaching Methods
Teaching Strategies
Assessment
Analysis of responses Overall improvement in performance
المؤلف:
Stephen Gomez & Richard Osborne
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P44-C5
2025-06-02
567
+
-
20
Analysis of responses
Overall improvement in performance
As mentioned above, essay assignments are the most common form of assessment for bioscience students in the faculty. In the first year (level 1), essay titles require students to research highly factual topics and as the students progress through the levels to final year level 3, they are given increasingly discursive topics to write about. However, the majority of students feel safer with factual accounts and the discursive element of the essay rarely emerges. On the whole, students in the final year avoid taking risks and sticking their necks out and would rather find out how their peers are tackling the essays and conform to this standard. The majority of students do not approach the academic staff if they have any problems understanding the essay topic and instead seem to ask equally uncertain friends doing the same assignment. There is much anecdotal evidence of collusion between students when writing essays as evidenced by very similar references being used and similarities between the layout and wording of the structure, content and text.
The essay set for this exercise was approached in a similar way as described above and few students displayed level 3 attributes of synthesis, evaluation, reflection and discursive powers. However, when it came to responding to the comments on the essay, all students showed a remarkable uplift in using level 3 attributes. In terms of meeting L3 criteria for assignments, students performed better in the reflection on the essay than the essay itself. This was reflected in the marks obtained overall. For the essay the mean mark was 62% (n = 59; sd 3.1%), and for the reflection the mean was 68.7% (n = 59; sd 3.8%).
Although specific questions were asked about the bioscience content, this topic focuses on the generic responses obtained as this would have wider interest in the HE community.
الاكثر قراءة في Teaching Strategies
اخر الاخبار
اخبار العتبة العباسية المقدسة
الآخبار الصحية
مواضيع ذات صلة
قسم الشؤون الفكرية يصدر كتاباً يوثق تاريخ السدانة في العتبة العباسية المقدسة
"المهمة".. إصدار قصصي يوثّق القصص الفائزة في مسابقة فتوى الدفاع المقدسة للقصة القصيرة
(نوافذ).. إصدار أدبي يوثق القصص الفائزة في مسابقة الإمام العسكري (عليه السلام)
